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SPORT, HEALTH & NUTRITION

SHA4452 Module Handbook

Level 4 Semester 1 2013/14

Ian Kenvyn John Perry

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Module Code: SHA 4452 Module Title: Researching Children and Young People

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Module Leader: Ian Kenvyn

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Module Leader Contact Details & Availability: Email: i.kenvyn@leedstrinity.ac.uk Location: AG 104 Telephone number: 0113 283 7100 ( Ext 145)   

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Available for 10 minutes at the end of every session for questions Tutorial sign up sheet available on AG104 door. Email should be used for alerting the tutor to/or explaining absence in advance of the session wherever possible. Unexplained or repeated absences will be recorded and the departmental office notified. Module Team Tutors / Contact Details: Ian Kenvyn (as above) John Perry Email: j.perry@leedstrinity.ac.uk Room: AG103 Telephone: 0113 283 7175

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Welcome by Module Leader Welcome to this exciting and challenging module – probably research methods more than anything else define what it is to study at university level. During this module, we will explore the range of settings within which you might conduct research in your future professional careers. We will consider some of the literature on conducting research with children and young people. You will explore a range of methods, both quantitative and qualitative and we will strive to give you (as far as possible) ‘hands-on’ experience of methods and how you interpret and present the data produced. You will also have to think about the ethical considerations necessary within the conduct of research with children and young people. This is going to be an intense period of learning, but you need to keep in mind that you will be applying the skills you develop here throughout university and into your professional careers after you graduate. Remember, there is a direct relationship between the effort you put in and the results that come out.

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Learning Outcomes On successful completion of the module students will be able to: 1) Locate and critically appraise academic literature. 2) Demonstrate an understanding of the fundamental concepts in research. 3) Appreciate ethical considerations in research. 4) Undertake basic qualitative and quantitative data collection and analysis. 5) Present qualitative and quantitative data in the appropriate manner.

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Weekly Breakdown: Please note that this may be subject to variation

Week 1

12/9

Week 2

17/9

Literature Searching (Tutor Librarian).

19/9

How to produce an annotated bibliography.

Week 3

24/9

26/9

Week 4

Week 5

Week 6

1/10 JP

Topic Introduction, basic information. The Researcher’s Toolbox of knowledge and skills. The education setting for research, examples of research papers. Having a go, do you stick your toe in or jump in the deep-end? How the module will be assessed, peer feedback, Moodle quizzes. IK/JP

Why this stage is important. IK/JP The Education setting; Ethics, Consent, Permission. Issues of access. Ethical mechanisms; University Ethics Committee, role of teachers, head teachers, parents and guardians. Basic Epistemology; the Quantitative through to Qualitative continuum. PortfolioTask1: Annotated Bibliography. Moodle Quiz Quantitative measurement; why, where and when? Types of data; scales and basic handling (trends and dispersion).

3/10 IK

Context for selection of qualitative methods; why, where and when? Data collection; the hows and whys (and why nots). Questionnaires.

8/10 JP

Data collection; testing, observation, questionnaires. Handling data; understanding error, screening normality.

and

10/10 IK

Data Collection; Interviews and Focus Groups. Initial data handling; recording, transcribing, coding.

15/10 JP

Inferential statistics; why, which and how? Testing relationships and differences. 3


Portfolio Task

Week 7

Week 8

17/10 IK

Further data handling; presenting data Academic conventions (and why) Moodle Quiz

22/10 JP

Interpreting findings: What does it all mean? Conducting inferential statistical tests.

24/10 IK

Discussing findings. Using collected examples; how others have handled qualitative data. Presenting data; Tables and figures. Worked examples of quantitative measurement in education research. What do we learn?

29/10 JP

31/10 IK Week 9

5/11 JP

Worked examples of qualitative research in an education setting. Given a set of results, how do you interpret these? Presenting findings from data collection. Effect, sample and significance. Portfolio Task

7/11 IK Week 10

12/11 IK

Presenting research findings. Conventions and contexts. Why do we do it this way? Moodle Quiz The Policy Context – how has research informed policy? What are the drivers for research? Worked examples. Final review, evaluation and feedforward

Portfolio Submission: 12:30, Tuesday November 19. 9.

Learning and Teaching Strategies This Module will be delivered using a range of methods including:  Lectures  Group work and micro-teaching  Use of statistics packages and graphing  Questionnaire application and design  Peer interviewing  Reflective practice You will be interacting with the module tutors, your peers and the wider academic community to explore and develop your skills as researchers and to achieve the learning objectives outlined in (7) above.

10. Academic Support and Guidance   

Study Skills Guide Academic Writers in Residence Disability Support

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11. Assessment Strategy / Assessment Criteria and Attendance Requirement You will build a portfolio of work sheets (approximately 1300 words each) throughout the module. With final submission at 12:30 on Tuesday November 19th, via Turnitin on the module Moodle page. Brief formative feedback is available ahead of the final submission, but staff can only give feedback once on each component. 12. Statement on academic misconduct – Please read and act accordingly. It is essential that any work you submit for assessment is your own work and is correctly referenced. In addition, whilst there may be times when assessed work involves an element of group-work, any individual work submitted as part of this must be written up independently. Guidance on avoiding plagiarism can be found in Topic 6 of the Study Skills for SHN Moodle page, found within the SHN Support, Skills and Enhancement section on Moodle. Additional support is also provided during the workshop sessions delivered by your Progress Tutor at the start of the academic year. The University definitions of plagiarism, academic misconduct and collusion are shown here, and the procedure to be followed where a student is suspected of academic misconduct can be found in the Student Administration section of the intranet. Leeds Trinity University Academic and Professional Misconduct Definitions 1.1 Definition of Academic Misconduct Academic misconduct encompasses all kinds of academic dishonesty including: (a) Plagiarism Any work submitted for assessment must, unless collaborative work has been specifically permitted in the assignment guidelines, be the individual student’s own work. In any event, whether the work is from an individual or a permitted collaboration, any passages quoted, from whatever source, must be clearly marked as quotations, and such quotations and any passages which are paraphrased must be properly attributed to their authors. Failure to do so may be regarded as plagiarism. (b) Cheating in Examinations In a formal examination situation, students are expressly forbidden to copy from another candidate or from notes and are also forbidden to communicate with other candidates or with any person(s) except the invigilators. Any such actions will be regarded as cheating in examinations. (c) Collusion Students who take part in inappropriate or illicit collaboration with other students with the intention of gaining or enabling advantage individually or for a group will be regarded as having colluded, as will students who commission or purchase work from a third party which they present as their own. (d) Fabrication/falsification Any student found to have tampered with or defrauded official documentation, or fabricated data or other such content will be regarded as having fabricated/falsified material.

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Essential reading (further reading material will be given to you within the lecture structure). Armour, K. and Macdonald, D. (Eds.) (2012). Research Methods in Physical Education and Youth Sport. London: Routledge. Department of Health (2004). At least five a week: evidence on the impact of physical activity and its relationship to health / a report from the Chief Medical Officer. Department of Health. Fallowfield, J., Hale, B.J. and Wilkinson, D.M. (2005). Using Statistics in Sport and Exercise Research. Chichester: Lotus Publishing. Field, A. (2009). Discovering Statistics Using SPSS. London: Sage Publications. Gratton, C. and Jones, I. (2010). Research Methods for Sport Studies. London: Routledge. Green, J. and Thorogood, N. (2009). Qualitative Methods for Health Research. London: Sage. Healthy Lives, Healthy People (2011): Our strategy for public health in England Presented to Parliament by the Secretary of State for Health by Command of Her Majesty July 2011. [online] http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPo licyAndGuidance/DH_121941 Marmot review team (2010) Fair Society, Healthy lives. [online] http://www.marmotreview.org/AssetLibrary/Exec%20sum%204.8MB.pdf Pallant, J. (2010). SPSS Survival Manual. London: McGraw Hill. Thomas, J.R., Nelson, J.K. and Silverman, S.J. (2011). Research Methods in Physical Activity. Champaign, Illinois: Human Kinetics.

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Sha 4452 module handbook